Google Survey Results Analysis, Part 2

I forgot to add in my analysis of the spreadsheet data. Here I have outlined some of the trends I found when comparing answers across the entire survey.

Of the one person who said they had more than one Facebook account, he or she said that Facebook was only for personal reasons. He/she did not want to friend students or parents because he/she didn’t want students or parents to access information about the user.

It appears that most users read their news feeds more often then they post original content.

Of the K-6 teachers as well as the undergraduate teachers, using Facebook with students or parents was split evenly. The same people are more likely to “friend” current parents and past students and parents, but were split about “friending” current students. They all use either pages or groups to connect with students or parents. And these users also access Facebook through multiple devices (computer, laptop, mobile devices). So this tells me unofficially that they are probably more comfortable using social media.

Most of the respondents who don’t use Facebook with students or parents said that their school uses Facebook to connect with students or parents. I didn’t ask this same question to those who use Facebook with students. I’m going to assume that the results would be the same as far as school participation.

Google Docs Survey Results

I sent out my survey to about 15 people and almost immediately, someone responded giving me the suggestion that I needed to add an opening question to clarify about whether or not the individual had a Facebook account. I tried to explain in my opening comments that if you didn’t have a Facebook account then you wouldn’t be able to complete the survey. Clearly this indicated to me that people just don’t read! There were several people who responded who didn’t have an account. I know of at least one who emailed me back and said that they didn’t have an account but took the survey anyway. So right off the bat I knew my results weren’t going to be very accurate.

It was also suggested to add a question at the end for comments. By the time that I added this question, most of the people who I had sent the survey to had responded and only one person made any comments and bay the comment made, I know exactly who it was and therefore, really useable.

I was please to use a logic question to separate out those who use Facebook with their students or parents and those who don’t. This process helped to minimize the number of questions that a survey might have to answer.

I strongly believe that when creating a survey like this you really need some people to test it out for you before opening up the survey to a greater audience. No matter how you think it might work you will forgot something or it won’t work like you expected. This is when it really pays to have that personal learning network of people that you can recruit for testing purposes!

I think my premise for the survey was pretty well defined. I wanted to find out how many teachers are using Facebook in their classes. If they were I wanted to know how they were setting them up and if they had to reprimand for bad behavior. If they weren’t using Facebook with their students or parents I wanted to know why now. I was also interested in knowing if teachers posted directly to Facebook or if they used other tools.

So on to the results:


I had 12 responses so clearly 9 people took the survey before this questions was added. The result for a couple of questions show that a few of the respondents didn’t actually have an account but attempted to take the survey anyway.  I’ll point this out when appropriate. This question is one of the first logic questions and take people that don’t have an account to the submit survey button.

This was interesting to me because I didn’t realize I had sent this survey to more than one k-6 teacher!

These results were about what I expected based on who I sent the survey to.


Again the results were about what I expected.

This is the next logic question which will direct the survey to a separate branch of questions.

These results are from the section where teacher do not use facebook with students or parents. There were at least 7 respondents to this section.

It stands to reason that if you don’t use facebook with students or parents then you don’t “friend” parents. This clearly isn’t a good question. Perhaps the logic question should have been restated to ask if teachers use facebook with students and didn’t include the parents reference or maybe it should just be eliminated. I do think there is a difference between communicating with students and communicating with parents so maybe this needs to be redefined.


This tells me that schools do feel that there is a place for facebook as an institution.

So of the 7 people who responded to this section, I had eight people respond….so something is a miss! I should have followed up the other with a text question to find out more information.

Since no one in the previous section said they didn’t use facebook due to school or district policy the results for this section don’t make a lot of sense to me. Perhaps an open question asking what would be a good reason to use facebook in the class would be a better question.

These results are from the section where teachers do use facebook with students or parents. There were only 3 respondents for this section.

This was interesting to see how teacher were using facebook. It appease that they majority of teachers are using pages for special projects or events. This makes the most sense to me as a way to draw in users to share information.

And it seems like the teacher who have chosen to use facebook have not had student (or parent) behavioral issues. This is encouraging as a positive use of facebook with students or parents.

The results show that teachers are unlikely to “friend” past students or past parents. Once the students have moved on so have the teachers! It also shows that teachers are most likely to “friend” current parents rather than current students. This tells me that teachers are more apt to use facebook to engage parents in student’s activities.
There final results are questions that both groups (those who used facebook with students/parents and those who didn’t use facebook with students/parents) who had a facebook account.

The “Other” respondent said never so either they didn’t have a facebook account or had one created but never used it. Otherwise, most people seem to be actively posting.


Again, the “Other” respondent said never so either they don’t read anything that anyone else posted or they don’t actually have an account. Most users seem to be active readers.

When I posed this question I was curious to see how people are posting to facebook. I was curious of people are taking advantage of using facebook to tie together different applications like or learnist, spotify, or other applications that can be tied to facebook.I was also interested in knowing if people were multi-tasking an using tools like IFTTT to script certain actions that they participate in to automatically post to facebook. Things like tweets, bookmarks in diigo or delicious or other social media tools.

Based on the results in the next question asked, If you post indirectly to Facebook, which tools do you use? I only got two results:

  • iphone or ipad
  • built in tools like, learnist, or when I deem it professional

I was hoping that those who responded with 2 or greater would have indicated the tools but I didn’t get the results I was hoping for.

For this last question I was curious about how people are accessing facebook. A comment that Ilana made that students don’t seem to be using smart phones or mobile devices in the library got me curious. Using facebook is certain a different process than exploring library databases but I was curious what tools teachers were using.

I believe that using a google survey for short surveys with simple questions is a very good option. I’ve never had to collect more than a couple dozen responses from survey which is very manageable. I really like the summary results that are automatically created for you. This was the first time I used a logic question and was please that it worked out so well. I am unsure if using google survey for a massive survey would be the right tool to collect data. You would probably want to export the data and work it with microsoft excel for greater manipulation potential.


Google Survey Assignment

The recent conversation that Jodi raised about using Facebook in the classr00m got me thinking about how many other Alaska teachers use Facebook as a way to deliver content or to inform parents about class activities. So I created a survey to find out if educators are using facebook with students or with parents.

I’ve created surveys with google forms before and find it a perfect tool for somethings and a frustrating activity for other tasks. I particularly dislike not being able to reorder or fix typos in the spreadsheet once the form is created. I’d rather be able to create on the fly with the ability to change my mind as to the order of survey questions or wording and I wish the accompanying spreadsheet would follow my changes. It would be great if you could create a new spreadsheet once you have the form completed. I used a logic question for the first time and it was a challenge to figure out the best way to have people navigate through the pages. I wish there was an automatic page for the submit button so you could direct next page navigation to that ending submit page without having to create one on your own which is rather clunky. I ended up having an “aha” moment and changed some of the pages around to fix that problem. I originally had all of the “All User” questions up front but I had to split them up and create another page so that those who “Don’t use Facebook with students/parents” could get to the last page correctly.

I started out creating this form in the UA google docs but I could not get to the themes area with out getting error messages. So I shared it out to my consumer account, changed the theme and shared it back with my UA account. In my UA app I couldn’t get it to work with chrome or with firefox. I have a help ticket started.

Anyway, here it is, I also added you as viewers so you can see how I set up the form.


And here are the results in summary format:

Please check for logic and typos!

Informal Learning and Mobile Devices: A pathway to Inquiry-Based Research in the Classroom

When I first got my iphone the entire world around me took on new meaning. As long as I had connectivity, I could google ANYTHING around me that I was curious about. And not only could I google it, but with the advantage of 3G and full access to a web browser, regardless of being on Wi-Fi, there were applications (apps) available that helped me to figure things out. Bird identification apps like iBird, Peterson’s Fields Guides; Plant identification apps like Leafsnap or Botany Buddy; Location apps and Map finding with Google Earth or Maps, all with just a swipe or finger touches gave me access to information that I didn’t know. There were even practical applications like a tide chart, star gazer, and unit converter.  When teaching science, teachers often try to get students to make the connection to the world around them. One passionate biology teacher says, “…my motives are clear–teach the children to see the world under their noses. The world offers riches beyond a wealthy family’s dreams, but you need to go outside. Kids know this until we teach them to forget. Most classes fit well in a classroom–a good biology class tends to ooze outwards.” (Doyle, 2012)

Then came QR codes (Quick Response). A QR code is a graphic that is composed of bits of data and arranged so that a QR code reader can read the marker. (QR Code, 2012 para. 1). The information that the code can contain may be text or numbers, an image, a video, and more commonly, a link to a website URL. With the advent of the QR code, my informal learning became more directed. If I chose to scan a QR code then the creator of this code is guiding my learning. If I chose to find out specifics on my own, I still had the tools available to me to explore those details that are most interesting to me. I recently visited a National Wildlife Refuge that offered many QR codes helping to identify the more stationary objects. This was helpful and interesting, but I still found myself relying on other mobile applications to help me understand the objects that were not stationary or unexpected. Unless one begins banding White Pelican’s with QR codes that are readable with a spotting scope, I wouldn’t have known that White Pelicans are not common to the area and only fly through on their migration route and that they don’t plunge like brown pelicans when they are feeding, but rather they scoop up fish, often working in groups. (Peterson, 2012).

The markers of QR codes quickly paved the way for opportunities for augmented reality (AR) elements. Wikipedia describes AR as “a live, direct or indirect, view of a physical, real-world environment whose elements are augmented by computer-generated sensory input such as sound, video, graphics or GPS data. (Augmented reality, 2012). AR markers, like QR codes, can contain text, images, videos, or links to website URLs, but with AR you can also add animations and the user’s experience changes depending on where the camera on the smartphone is pointing. AR takes the directed learning of QR codes a step farther by giving the viewer choices on where to focus their interest. The informal learning may begin as directed, but the user is given choices and alternatives for taking the next step.

According to a Nielsen survey, people in the US have a 55.5% preference for a smartphone over a feature phone and the trend is steadily moving towards that preference. Android and IOS continue to dominate the market. 75% of the 25-34 year olds own a smartphone, and teenagers 13-17 demonstrated the larger population increase from 36% owning a smartphone in 2011 to 58% at the time of this survey. (Nielsen, 2012).  As access to a smartphone increase, the more familiar with the device students and teachers will become. With this familiarity will come greater opportunities for informal learning that leads right into and will have greater influence on incorporating mobile learning devices in the classroom.

Many research papers have concluded that students have increased engagement and gain a deeper understanding of learning when they are in control of their own learning. This is referenced in a paper on “Mobile-Enhanced Inquiry-Based Learning: A Collaborative Study” referring to findings fromMary B., Nakhleh, John Polles, and Eric Malina, “Learning Chemistry in a Laboratory Environment,” in Chemical Education: Towards a Research-based Practice, John K. Gilbert, Onno De Jong, Rosária Justi, David F. Treagust, and Jan H. Van Driel, Eds. (Dordrecht, The Netherlands: Kluwer Academic Publishers, 2002), pp. 69–94. Similar findings are ubiquitous throughout education research. Students involved in the activities around inquiry-based research are prime examples of those who could benefit the most from using mobile technology both inside, and outside the classroom.

For me, informal learning is a progression into the basis for inquiry-based learning in a classroom.  “The potential for innovation and both collaborative and independent learning experimentation offered by using mobile devices in this context appears to be nearly unlimited.” (Abilene Christian University 2008-2009 Mobile-Learning Report. p. 24). The natural curiosity that is fostered by the knowledge that the answers are readily available is an exciting concept for educators to see in their students.  Allowing students to use their smartphones (or smart devices) in the class “…is the one device that they always have access to (the immediacy) as a learning hub (continuum and consistency) and that provides the mobility for them to learn outside of the classroom, on the move and across contexts, and thus really enabled students to take both responsibilities and ownership to motivate them.” (Looi, C.-K., Zhang, 2010).  As smart phones become prevalent and broadband becomes less expensive and more widespread, there will be more opportunities for seeing mobile device use for inquiry-based research.


Abilene Christian University 2008-2009 Mobile-Learning Report. Retrieved Nov. 4, 2012 from

Augmented Realty. In Wikipedia, Retrieved Nov. 4, 2012, from

Clough, G., Jones, A.C., McAndrew, P. and Scanlon, E. (2008), “Informal learning with PDAs and smartphones.” Journal of Computer Assisted Learning, 24: 359–371.

Doyle. (Jun. 1, 2012). June, again. Retrieved: Oct. 30, 2012, from

Looi, C.-K., Zhang, B., Chen, W., Seow, P., Chia, G., Norris, C. and Soloway, E. (2011), “1:1 mobile inquiry learning experience for primary science students: a study of learning effectiveness.” Journal of Computer Assisted Learning, 27: 269–287.

NielsenWire. (Sept. 10, 2012). Young Adults and Teens Lead Growth Among Smartphone Owners. Retrieved Nov. 4, 2012  from

Peterson, Roger Tory. (2012). Peterson Birds of North America. (iphone application created by Appweavers, Inc.

Powell, Cynthia B., Perkins, Scott, Hamm, Scott, Hatherill, Robert, Nicholson, Louise, and Harapnuik, Dwayne. (December 15, 2011.)  Mobile-Enhanced Inquiry-Based Learning: A Collaborative Study. Retrieved Oct 25, 2012 from

QR Code. In Wikipedia, Retrieved Nov. 4, 2012, from